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Session Title: Overviews of Research on Observation Instruments Used in Arts Education Evaluation Studies
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Panel Session 932 to be held in the Agate Room Section B on Saturday, Nov 8, 4:00 PM to 5:30 PM
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Sponsored by the Evaluating the Arts and Culture TIG
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| Chair(s): |
| Suzanne Callahan,
Callahan Consulting,
callacon@aol.com
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| Abstract:
In this session, we will address the research on three observation arts-education evaluation instruments: two for determining teachers' quality and one for examining the quality of arts-focused professional development. The first instrument is used to observe artist-teacher pairs who integrate the arts into elementary-school core literacy teaching. The psychometric properties of the instrument and how the findings were used in an evaluation will be addressed. The second instrument is used as an in-class observation tool for both formative and summative evaluation purposes. The instrument development and results of the findings will be presented. The final observation instrument is used to assess the quality of professional development workshops delivered to individuals who work with pre-school children. The alignment of the tool with best practices in adult education and how the tool was used to both guide observations and present the results of the observational data will be presented.
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Using the Youth Program Quality Assessment Tool to Observe the Infusion of Art into Core Elementary Literacy Curriculum
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| Melanie Hwalek,
SPEC Associates,
mhwalek@specassociates.org
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| Mary Lou Greene,
Marygrove College Institute for Art Infused Education,
mgreene@marygrove.edu
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| Victoria Straub,
SPEC Associates,
vstraub@specassociates.org
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Marygrove College's Institute for Art Infused Education (IAIE) supports the provision of artist-teacher teams in using art to teach core literacy curriculum in elementary schools. The Youth Program Quality Assessment (YPQA) is a validated tool developed by High/Scope Educational Research Foundation that measures the quality of programs for youth. In this evaluation, the subscales of the YPQA were first examined in relation to their use in assessing quality and outcomes of the art-infused classroom teaching. Nine subscales of the YPQA were identified as relevant to the IAIE's program. Marygrove College graduate students in education were trained to criterion on the use of these subscales and, then, observed the teacher-artist teams in 12 classrooms within seven elementary schools. This paper will present the results from the observations in terms of both psychometric properties of the nine selected subscales and the use of the findings in the evaluation of IAIE.
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The Development and Findings of an In-Class Observation Instrument to Determine Teachers' Quality of Implementing Arts-Integration Techniques to Teach Elementary Age Children
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| Brian Lawton,
University of Hawaii,
blawton@hawaii.edu
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| Paul R Brandon,
University of Hawaii Manoa,
brandon@hawaii.edu
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Most evaluations of arts-integration projects have focused primarily on project effects on student outcomes. Little has been done by way of examining the quality of implementation of the arts integration strategies used. The purpose of this paper is to present the development and findings of an observation instrument used to assess the quality of elementary-level teachers' implementation of arts-integration strategies to teach core academic subjects. The instrument was developed for in-class observations and serves both formative and summative evaluation purposes. The formative aspects of the instrument provide teachers with on-site feedback about the quality of their implementation and provide the program developers (the in-class observers) feedback about the quality of the professional development activities. The summative aspect of the instrument is to provide a teacher quality score, which is compared to outcome data, to determine the overall merit of the project.
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Principles of Adult Learning and the Start with the Arts Professional Development Assessment Tool
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| Shannan McNair,
Oakland University,
mcnairshannan@yahoo.com
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| Linda Kinspel,
SPEC Associates,
lkinspel@specassociates.org
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| Melanie Hwalek,
SPEC Associates,
mhwalek@specassociates.org
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| Don Glass,
VSA arts,
dlglass@vsarts.edu
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Start with the Arts (SWTA) is a pre-school curriculum that simultaneously uses the arts to teach pre-school literacy skills and focuses on ways to include children with disabilities in arts integrated classrooms. VSA arts, the curriculum developer, wanted to evaluate the professional development workshops that were being provided around the U.S. in how to use SWTA in pre-school child development settings. While the evaluation used multiple methods, one critical source of data was observations of SWTA workshops in action. The protocol created for these observations looked to the adult learning literature to identify observational indicators for: (1) workshop preparation, (2) workshop delivery, and (3) the workshop instructor. This paper will present the resulting observational protocol showing how it aligns with well-established principles of a effective adult learning principles.
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